Visual Art Lesson Plan 2

Group 1 2 3 4 5 6 7 8 (please circle)

Print First and Last Names: ______Linda Miller________________

________Katie Flowers___________ ___Lori Galicia Henderson_______

Unit Plan: Together with a partner, students will create one Unit Plan that contains
several lessons, spanning several days. The instructor will design these pairings
with students interests and experiences in mind. The audience for the Unit Plan
will be your future secondary school students (grades 7-12) with limited to
moderate exposure to (1) painting/drawing, (2) new media, (3) sculpture/fibers, (4)
ceramics/pottery, (5) printmaking, (6) jewelry/metals, (7) photography, and (8)
collage/assemblage. The Unit will be inspired by course content regarding the
secondary school learner: pedagogical choices (Patterson, 2011, p. 6); special
education (Gerber & Gay, 2007); practice and theory (Bird, 2012); key ideas,
techniques, cultural contexts, and creative inspiration (Parks, 2015, p. 4); and
assessment (Beattie, 1997).
Please submit one hard copy of the Unit Plan and appendices to me (printed,
double-sided, and stapled) on the due date. Also by the due date, the completed
Unit Plan and appendices should be emailed to peers in one document/attachment
as a resource for future use: login to Blackboard/ My Sect, click on ART 135,
click on Course Tools > Send Email > All Users.
Lesson Title: Reactive Response: Inspiration Artists, including those from
The Role Back underrepresented populations:
Hannah Hoch, Joanna Vasconic

Lesson Overview (~3 complete sentences):

Students will learn to create a pinch pot using traditional hand building methods.
They will also learn to create pattern and texture with traditionally feminist
materials of lace and jewelry to create surface designs. Nontraditional methods
and materials of paint and glitter will also be used to fill the pinch pots to use later
in painting process.

Background Knowledge (~3 complete sentences): How will you tap into students
experiences and prior knowledge and learning?
Students will be introduced to prior concepts of Dada and Feminist artist Hannah
Hoch and Joanna Vasconic and their creative processes. The students will also be
introduced from previous days lesson how art is used to express emotion and
social and political activism. The students will have no previous knowledge in the
use of clay or the techniques they will be learning.
Key Concepts (3-4): What you want
the students to know.
1. How to manipulate clay to create a
pinch pot
2. How to use tools properly and
safely
3. How to slip and score clay to
attach to pieces together.
4 How to create texture and pattern
in clay to create a surface
decoration.
Visual art content and multicultural
Lesson Objectives: What you want
the students to do.
1. Visual Art: The students will (TSW) rubric per Lesson for a total of three
be able to create a pinch pot using
traditional hand building methods
combined with nontraditional
materials.
2. Visual Art: The students will (TSW)
be able to create pattern and texture
as a surface decoration on pinch pots
to reflect a social issue.
3. Multicultural: The students will
(TSW) be able to be self-reflective of
their social and political views in an
artistic and create three dimensional of design expressing of pattern and texture
form.
Essential Questions (3-4): Restate Key
Concepts using open-ended questions.
1. What is one way to manipulate and form
clay to make a pinch pot?
2. What is the proper way to use clay and
clay tools properly and safely?
3. What are some methods to attach two
pieces of clay?
4. what are some ways you can create
texture?
Align Formative and Summative
Assessments with Lesson Objectives from
left column. Please submit at least one
or more per Unit.
1. How will you assess the Lesson Objective?
What will you be looking for?
Summative Assessment- Students will
create a pinch pot that has two halves
joined together to create a sphere that is
sound in construction yet contain non
traditional ceramic materials of paint,
sequins, and glitter embedded in the
interior.
2. How will you assess the Lesson Objective?
What will you be looking for?
Summative Assessment Surface of
sphere will contain elements and principles
as relaxation of social issue.
3. How will you assess the Lesson Objective?
What will you be looking for?
Formative Assessment - Surface of sphere
will contain a pattern and texture that is
expressive of students social and political
ideology.
National Core Art Standards: Visual California Visual and Performing Arts
Arts (3-4): Please list number and Standards (grades 7-12 only) (2-5): Check
description of Anchor Standard. all that apply and add number and
1. Creating: description of applicable content standard.
VA:Cr1.2.IIIa ___1.0 Artistic Perception:
Choose from a range of materials and _X_2.0 Creative Expression:
methods of traditional and contemporary 2.6 Create a two- or three-dimensional work of
artistic practices, following or breaking art that addresses a social issue.
established conventions, to plan the ___3.0 Historical & Cultural Context:
making of multiple works of art and ___4.0 Aesthetic Valuing:
design based on a theme, idea, or
___5.0 Connections, Relationships,
concept.
Applications:
2. Presenting:
3. Responding:
4. Connecting:
VA:Cn10.1.IIIa
Synthesize knowledge of social, cultural,
historical, and personal life with art-
making approaches to create meaningful
works of art or design.

Identify and define visual art Materials: List all materials needed in the
vocabulary that connect to other columns below.
concentration area(s) and/or
medium(s):
1. Clay Have Purchase
2. Pinch Pots 1. Clay
3. Scratch and score 2. Slip
4. Slip 3. Texture tools - jewelry,
5. Attach lace doilies, found objects, etc.
6. Texture 4. Needle tool
7. Texture tools jewelry, lace 5. Wire cutter
doilies, found objects, etc. 6. Tempera Paint
8. Compress 7. Glitter
9. Craft materials 8. Sequins
10.Fettling knife
11.Wire cutter
12.Tempera Paint
13.Glitter
14.Sequins
Lesson Procedures: Prior to class starting teacher will pre cut out two chunks of
clay for students to use to create their first pinch pots. This would be wrapped in
plastic at students table. Teacher will introduce clay as a material to students
specifically how it is to correlate with the unit of Reactive Response: the roll back.
This would also include a brief synopsis of the historical content from day before
(4m). Classroom expectations are introduced with specific instructions on proper
use safety and consequences are introduced if students do not adhere to rules
and expectations (2m). Students will be introduced to clay and its properties as an
art medium, how to cut clay and how to adhere clay using scratching/scoring and
slip with visuals and modeling of instruction (6m). Students will then be directed
to create a pinch pot using same methods (8m). Next teacher will model how to
incorporate tempera paint, glitter or sequence into pinch pot at a table station in
front of room (4). Finally, teacher will demonstrate how to texture the clay using
craft type materials that will be placed at students grouped tables for them to
share (4m). Students will then create textures and patterns on their pinch pots
using the same materials. Teacher will direct students to use the rest of class to
make as many as they can in all kinds of sizes (this could be carried out to next
day if time permits).
1. Focus Lesson (teacher does): Teacher will introduce clay as a material to
students specifically how it is to correlate with the unit of Reactive Response: The
Roll Back. This would also include a brief synopsis of the historical content from
day before to connect to the social and/or political issue found within the feminist
movement. One the connection is made, the teacher introduces safety and
classroom expectations on how to handle tools and material for a safe experience.
Consequences of procedures if it is not adhered to is also introduced at this time.
Teacher will then introduce clay as an art material that can be cut and
manipulated to create a form specifically a pinch pot.
Modeling (teacher does): Teacher takes out two pieces of clay and rolls
both into round balls. Next the teacher places thumb inside the center of
the ball compressing the clay around the edges to thin the walls of the clay
evenly around the entire ball making sure not to go through the bottom or
the sides in every direction. The walls should be about to of an inch in
diameter at time of completion. The size of the ball does not matter but
start with two similar small pieces of clay for first pinch pot to simplify
instruction and increase success of understanding for the student. One the
two halves have been created then teacher models how to scratch or score
(same meaning different people say it different) the surface so that the clay
will adhere to the surface one they are connected. Once both sides have
been scratched then apply slip to both sides of the surface so that they can
be attached as if one bowl is connected to another bowl to make a sphere.
Once the sphere has been aligned than the clay must be manipulated and
moved from one bowl side to the other to compress the two sided together
until there is no longer a seam showing. However, just before you close the
seams completely they can be filled with tempera paint, glitter or sequins
to then be closed off. This can also happen after they have been closed and
a new small hole created to then be used to fill the sphere and then
reclosed with clay. Now that the two separate pieced had become a hollow
sphere with something inside, they can be set aside.
2. Guided Instruction (teacher and students do together): Teacher will
then direct students to create two ball of clay with the clay that was placed at
their tables. They will then be instructed to create two pinch pot pieces using their
Please respond to the following questions thoroughly and in complete sentences.

1. How will you adapt the various aspects of the lesson for students with
disabilities? If students have physical disabilities, the instruction can be adapted
by having them roll small balls of clay that can be used to roll paint with at next
lesson activity. Prolific or gifted students can make more pinch pot balls as
desired. No other adaptations are needed.

2. How will this lesson allow for/encourage students to solve problems in

divergent ways? This project is essay adapted to students will disabilities or that
struggle with motor skills. The project is also set up for students to make constant
choices based on their own ideas of expression. They can add as little or as much
as they want to the assignment in that they can make as many as they want
either filled with materials or solid with only texture on top.

3. How will you engage students in routinely reflecting on their learning?

They are constantly making choices based on asthenic and emotional response.
The concept of filling an object with paint they will be able to roll or throw is not a
hard sell to students. They are only more than egger. Getting them to not through
it during an inappropriate time is harder and is a classroom management issue
that is addressed at the beginning of class and must be strictly adhered to with
swift consequences. Students are not only learning how to manage materials but
they are also learning how to manage themselves.

4. How will you (a) address potential safety issues and (b) assure necessary
precautions are followed? See OEHHA, link HERE
Students are given either a written instruction or project in class a written
directive about the classroom expectations at the beginning of the day and it is
available through the entire activity. They are introduced to the dangers of dry
clay and who it is not good to breath but as we will not be working with dry clay it
is not a safety hazard at this time. The paint we will be using is tempera paint and
again is nontoxic. The glitter and sequence could be a problem if it is airborne and
could potentially get into someones eye. This would be the most dangerous issue
alongside of using of the fettling knife and wire cutter. Students are instructed in
proper use of clay tools and safety.

Lesson Resources/References (use APA):

A helpful link to get you started: http://sacstatearted.weebly.com/visual-art-

education.html
 Reference
Silverstein, L. B. & Layne, S. (n.d.). Defining arts integration. Retrieved from

http://www.americansforthearts.org/networks/arts_education/publications/special_pu
blications/Defining%20Arts%20Integration.pdf

Silverstein, L. B. & Layne, S. (n.d.). Defining arts integration. Retrieved from

http://www.americansforthearts.org/networks/arts_education/publications/sp
ecial_pu